Keywords

mentoring, teacher retention, mentoring history, elementary teacher retention

Abstract

The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.

Notes

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Graduation Date

2007

Semester

Summer

Advisor

Sivo, Stephen

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0001747

URL

http://purl.fcla.edu/fcla/etd/CFE0001747

Language

English

Release Date

September 2007

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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